Mary Bousted: The Benefits of Art and Creativity for Educators Wellbeing, and Students Development

On the 28th May schools are being encouraged to fill their social media channels with the arts; drawing, painting, music, dance, poetry, and drama. It was conceived by 9 education unions as a “badly needed antidote to the misery and disruption of Covid-19". Using the hashtag #EduArtsFest we can all enjoy the vibrant and life affirming energy that this youthful outpouring of creativity will provide. Find out more about it here. 

Art and creativity are not just for our students. It’s for us, and it’s for everyone. Making art and being creative is a rejuvenating activity that we all need right now. We have made a new resource 'Discovering Creativity for Educators' to help educators take time out and rejuvenate themselves, and get ideas for the classroom too. Its free for educators, and you can find it here: 

Online Resource: Discovering Creativity for Educators


Mary Bousted, the joint general secretary of the National Education Union, talked to us about the benefits of art and creativity for the wellbeing of teachers as well as the development of young people.


SSF: Why is arts and creativity important in education?


Mary: I think that the arts are a primary act of mind. We know that there are ancient rock paintings being discovered which are much older than previously thought. Storytelling is a primary act of mind. We tell our life in stories. When we talk about our day, we tell a story. When we're remembering things, we tell a story. Stories are a way of making sense of the world. The arts are a way of making sense of the world. It's about expressing feelings and emotions and also reacting to the world.


As such it’s what defines our humanity our creativity defines us as human. We are the only animals which are creative in this way. That's why if education is to engage and develop the potential of the human being, it has to engage fundamentally and centrally with creativity and with the arts, in all their forms. If we don't do that, then we're not focusing on what is educating children and young people in the essence of what is human.


SSF: What do young people miss out on if they don’t have the opportunity to engage with arts and creativity in education.


Mary: If there wasn't an arts education in school and a creative education, then they miss out on the ability to develop all sorts of skills. Developing their imagination, developing ways to express how they’re feeling, the ability to move well, and speak well, translate what they are feeling or what they are experiencing into something really creative. Whether through art or through music or through drama.


If we want a broad and balanced curriculum something which will inspire and engage children and young people then absolutely the arts and creativity needs to be at the centre of that.


For myself when I was at school, I actually didn't enjoy school much. I always find people who enjoyed school to be rather odd, and I didn't enjoy school like a lot of people who then became teachers. One of my motivations for becoming a teacher was not to do to my pupils what was done to me. For me drama and music were the things which kept me at school. I was in the choir, that was hugely important, and I was in every play. My triumph was playing Oberon in ‘A Midsummer Night's Dream’ at a girls school. I loved everything about the plays. I love the rehearsals, I love the friendships you made when you were rehearsing, I love the thrill of the performance. For me that was another world. The magic of that other world was so important, and I know that gave me more confidence, it gave me the confidence to speak in public, it was such an important part of my school life. It was the only bit of my school life that I really enjoyed, apart from the English lessons.


SSF: Can art and creativity be brought into all areas of the curriculum?


Mary: I think bringing art and creativity into every topic is really important, but unfortunately, I don't think it happens too much now. I think the pressure of the accountability framework means that children spend a lot of their time in school sitting down listening, and then writing. I think that things are really being missed, particularly oracy and the use of talk to learn, and also creativity. It’s becoming more and more difficult to make those cross curricular links to insert creativity into other subjects. I think that's becoming really hard.


I think that's also part to do with the separation of subjects in a very rigid way. Lots of schools are now looking at the curriculum and the arts and creativity are really in danger. Because in the EBacc1 you just have one creative subject. We've seen already a decline in the number of children taking creative subjects at GCSE and funding cuts provide even bigger threats to that.


SSF: Is there a benefit for educators to make art and creative activities for themselves?


Mary: I think if teachers are creative themselves it gives them far greater confidence to introduce creativity with their pupils, and into their curriculum, and into their work, because it gives them something concrete to draw on. Actually, if you've experienced yourself, the immense pleasure of creativity, then that gives you confidence as well to think this is important, this is necessary, I know this for myself and I want it for my pupils.


I think it would be fantastic for more educators, more teachers, to be able to live creative lives. But I also think it would be fantastic for teachers to spend more time with their family and have some leisure time. With working hours approaching 50 hours a week that's really hard. I think the problem for us as a society is that we exhaust our teachers. Indeed, I'm writing a book about it so it's on my mind a lot at the moment. But if we could free up teachers’ time, and they could engage in creative activities, it would be so good for their own physical well-being, their mental well-being, and their mental health. It would be something that would enrich their lives and give something back to them, because at the moment teachers’ energy is just sapped through intense pressure and excessive work.


SSF: What would you say about our new resource ‘Discovering Creativity for Educators’?


Mary: Listen I know you're exhausted if you're a teacher. I know that you've got far too much work to do. But this is a fantastic resource, you can dip into it and spend 3 minutes getting fantastic ideas, about creative writing, about art, about music, about drama, about how to use creativity. The other thing is that it’s ideas from around the world, so if you're concerned about decolonizing your curriculum, if you're concerned about introducing themes and issues from around the world which reflects the cultural heritage of the pupils that you teach, or want to widen your pupils’ cultural heritage, then use this resource it's really fantastic.





We are really thrilled to be able to offer this resource, we are adding to it all the time, so have a look and keep popping back to see what more has been added. We’d like to thank all the contributors and also Mary Bousted for taking the time to speak with us about the importance of art and creativity in education.


We hope that many of you are able to join with others schools in filling social media with art and creativity with the young people that you work with on the 28th May, and remember to use the hashtag #EduArtsFest so that we can all appreciate it.




1 The English Baccalaureate (EBacc) is an accountability measure in England. It measures the proportion of children who secure a grade 5 or above in English, Maths, Science, a humanity and language GCSE. Arts subjects are not included.



Steve Sinnott • May 25, 2021

Sustainable Development Goal 4

By Matthew Round • June 4, 2025
Defining Success in Education: Bridging Gaps for a Better Future Education is often seen as the gateway to personal and societal advancement through personal betterment. But defining success in education requires a deeper understanding than just academic achievement, it isn’t just about qualifications or certificates. Rather educational success is about ensuring access to learning that is inclusive, equitable and quality-driven. It’s about equipping students with critical thinking skills and the space to be creative. A quality education fosters holistic approaches, promoting emotional, social and intellectual growth. On a societal level, educational success is about ensuring we value and appreciate a society wide distribution of knowledge and skills; that diversity of thought can be just as important as orthodoxy. Ensuring Access to Education that Meets Individual Needs Traditional western forms of education based within on e-size-fits all models are inadequate in a world where learners have diverse backgrounds, abilities and needs. A shift is needed away from the top-down deficit model approaches which assume teaching and learning is transactional or akin to filling empty vessels, or as Paulo Freire described it, the Banking Model of teaching. Success in education will come from programmes that respect differences between individuals and across communities, using, for example, adaptive learning approaches. Additionally, integrating support for learners with neurodivergent needs or disabilities, as well as promoting (and indeed funding) digital literacy, can ensure that education is individual but also focused on the emancipatory effects of education. Gender and Racial Equity: The Pillars of Inclusive Education Gender and racial equity are crucial components of a successful education system and a founding component of Sustainable Development Goal 4. Although there has been significant progress here, disparities globally still persist. Barriers such as gender-based violence, early marriage and inadequate school infrastructure pose challenges for the international community. Similarly, racial inequality in education can manifest in various ways, from lower access to quality schooling to biased curricula that don't reflect diverse cultures or histories. To address these disparities, education systems should continue to develop policies that promote gender-sensitive curricula and address the specific needs of marginalised groups. Investing in female education, particularly in underserved areas such as sexual health, has been shown to create a ripple effect that benefits entire communities. Similarly, anti-racist educational frameworks can help to make sure that all students, regardless of their race or gender, receive the same opportunities to thrive. Creating a Better Future: What Needs to Be Done? Most importantly, we need to keep talking about SDG 4 — providing inclusive and equitable education and promoting lifelong learning opportunities for all. The more SDG4 is part of the global conversation the more likely it will become part of the taken for granted expectations of all countries and communities. The more academics like me discuss it in our lectures and have it in assignments, likely the more we are to normalise high quality, free primary and secondary education with our future global leaders. But more than this SDG4 should be at the heart of grass roots conversations, in every classroom, playground, and café. The more we talk about it the more a part of our global culture equitable access to education will become. Ultimately, success in education will not be defined by what certificates students attain, but by how well we equip individuals and communities to navigate and shape the world. Education should empower individuals, communities and nations to achieve their full potential, breaking down barriers that have traditionally limited access and opportunity. By striving for inclusivity, equity and quality, we can build a future where education truly is for everyone. BIOGRAPHY Dr Matthew Round is an academic and educator, who has worked with children from 3 years old to PhD students. Having been a science teacher, pastoral leader, and senior leader in schools in the UK, he now works in Higher Education and his current research focused on the emancipatory philosophies of Pierre Bourdieu and sex and sexuality education.

Allergy school: A New free educational programme to protect children with food allergies

By Tanya Ednan-Laperouse OBE • June 2, 2025
Every child deserves to feel safe and included at school but, sadly, that’s not always the case for children with food allergies. There are now around two children in every classroom with a diagnosed food allergy in the UK, and 20% of food allergic reactions occur in schools. Yet new research by the NASUWT teachers’ union, in collaboration with The Natasha Allergy Research Foundation, has exposed the barriers faced by too many of children with food allergies, which can leave them feeling excluded and isolated. The survey of almost 1,900 teachers revealed that 67% have had no allergy awareness training. One in five teachers has never been taught how to administer an adrenaline auto-injector which could save a life in a food allergy emergency, and almost two thirds (60%) don’t know or are unsure of their school even has an allergy policy. Despite a huge rise in allergies in the UK, there is no specific mandated guidance on how children with food allergies should be supported or how and when staff and team leaders should be trained. There is no funding for this either. That’s why Natasha’s Foundation, the UK’s food allergy charity, has created Allergy School. The £1 million, national programme for teachers offers nurseries, primary schools and out-of-school clubs and groups a suite of free resources, including films, engaging lesson plans and assembly packs and a self-assessment to see how allergy friendly they currently are. All are mapped into the National Curriculum to make them easy to use for all age groups. The resources also introduce Arlo, the friendly, food-allergic armadillo – a puppet which helps to educate children about food allergies in a positive and engaging way. The free resources, for children aged 3 to 11, are available at www.allergyschool.co.uk Allergy School has been developed in partnership with The King’s Foundation, St John Ambulance, the children’s charity Coram Life Education and Tesco Stronger Starts. It has received messages of support from His Majesty, The King and the Government, as well as schools, teachers and parents.  His Majesty, King Charles said: “Improving understanding of this issue is so important for keeping children with food allergies safe and ensuring they are able to participate fully in activities at school or in our wider communities.” The aim of Allergy School is to transform understanding of food allergies in schools so that children with food allergies feel empowered, included and protected. I know from personal experience that it can be really hard to keep a child with food allergies safe in school. My daughter Natasha was diagnosed with food allergies as a young child and finding a nursery where she would be safe was extremely difficult. When she started school aged 5, it was only when she had a severe allergic reaction to milk on a school trip to the zoo that staff finally took her food allergies seriously. Natasha died when she was just 15 from a food allergy to sesame. She ate a baguette sandwich that didn’t list sesame seeds on the food label, but they had been baked into the dough of the bread, invisible to the eye. Had the baguette been labelled properly, Natasha would not have eaten it, and she would be alive today. Natasha’s death put us on a mission to campaign for change. Government, schools, teachers, parents and pupils need to come together to support children with food allergies in this country. Our new Allergy School programme will transform levels of awareness and understanding of food allergies in a positive and engaging way for all children. BIOGRAPHY Tanya Ednan-Laperouse OBE, founded The Natasha Allergy Research Foundation, the UK’s food allergy charity, with her husband Nadim after their daughter Natasha died aged 15 from an allergic reaction to food in 2016. In 2021, Natasha’s Law came into force which improved food labelling. The charity funds medical research and campaigns for a safer world for people with food allergies. Tanya has been awarded an OBE in recognition of her services to people with allergic disease.

I believe in you.

By Vanessa Herder • May 30, 2025
We reach success in education if all people know exactly how to live up to their potential. This requires not only formal knowledge and learning, it includes a deep understanding of self through introspection. The secret sauce of a successful education includes information, sometimes encyclopaedic knowledge as well as an awareness of our own desires, experiences, passions and aspirations. Successful education happens when a beautifully open mind meets critical thinking; and when connecting the dots leads to problem solving and openness to the wonders of the world. I am not talking about a romantic setting: give everyone a book and they can study by themselves and all will be good. Successful education goes beyond school and formal education. It comes from people who challenge us or make us do things we don’t want to, from different situations, personal struggles or an inspiring influence. These are opportunities to thrive and suddenly we realize we went beyond what we think we can do and we outgrow our own expectations - thanks to other people. We meet excellent teachers in our family, within our group of friends, at our internet community or at school or university and we learn from and with them and they inspire us - these people have an impact on us. I call this ‘people-associated learning’ and consider it the most profound and life-changing education method. What is the opposite of successful education? If we stop learning, if we don’t accept that the only constant in life is change. By reaching a point where we say, ‘I know it all’, we have failed. Successful education teaches that we always evolve and this comes with continuous learning and development. This makes us fit for the future and enables us to adapt to always new circumstances. It is about being able to divorce a previous idea and embrace a new one, it is the ability to change. We constantly receive input from our educators and rely on them. A worthwhile goal in successful education is to reach a degree of independence and freedom to educate ourselves with the aim to share our knowledge with other people. This is a wonderful path, however, not an easy journey. If someone is believing in us, it is much easier to go the way we want to go - despite obstacles. With the help of others, we will have the courage to overcome all the speed bumps and setbacks and we will have the guts to educate ourselves. Nothing is better, makes us happier and contributes better to the world than fulfilling what our purpose is. This belief in us is by someone who is around us & makes all the difference: they can challenge us, they see achievements in us which we yet to cannot see, and they see of how much more we are capable of. Go and find the people in your life, who tell you this one lifechanging sentence: I believe in you. BIOGRAPHY Vanessa Herder is a scientist working at The University of Glasgow in Scotland. Her work studies the early immune response of virus infections aiming to understand what drives a severe and lethal outcome versus a mild disease. She did her PhD in multiple sclerosis research, followed by a doctoral thesis about a virus infection causing brain malformations. She is a trained veterinarian and after finishing her specialisation in veterinary pathology in Germany, she moved to Glasgow to focus on the pathogenesis of systemic and respiratory virus infections, including SARS CoV-2 and influenza virus.